This research concerns the French immersion program and the program of 60 minutes of French instruction daily introduced by the Ottawa Roman Catholic Separate School Board at the first grade level. A longitudinal evaluation of the effects of these programs compares language proficiency, linguistic development, social maturity, academic achievement, and intelligence of children in both programs. Part 1 describes the testing of all children in third and fourth grade immersion classes, and the testing of a sample of six classes in the third grade 60-minute program and five classes in the 4th grade 60-minute program during 1973-74. Part 2 reports on the relative progress of groups enrolled in fourth and fifth grade immersion programs. Samples of children enrolled in the immersion and 60-minute programs in grades 1, 2, and 3 were also evaluated and compared. The progress of grade seven immersion students was compared to children in traditional grade seven programs. Part 3 compares: (1) 30-minute periods to 60-minute periods for the teaching of French as a second language to English-speaking students in grades five to eight, and (2) maternal and tuition approaches in 60-minute programs at the first grade level. (CLK)